设计思维参与动物科学学习:来自五个学期的经验教训的高级圆柱课程的课程
Alice Poggi Brandão1, Jonan Phillip Donaldson2, Kathrin Anson Dunlap1
1Department of Animal Science, Texas A&M University, College Station, TX 77843, USA.
Translational animal science
|April 4, 2024
概括
这项研究改进了一门动物科学课程,使用设计思维进行参与式学习 (DTEL) 在五次代中. 代改进增强了学生的学习经验和技能发展,与关键的教育理论保持一致.
科学领域:
- 动物科学教育动物科学教育
- 教育技术的教育技术
- 课程设计 课程设计
背景情况:
- 总结课程对于培养本科生关键技能至关重要.
- 实施有效的教学方法,如设计思维,可以增强参与式学习.
- 代研究方法对于完善教育设计是有价值的.
研究的目的:
- 在动物科学课程中实施和评估参与式学习 (DTEL) 方法的设计思维.
- 通过代课程设计,识别和解决学生的挑战和优势.
- 评估学生体验与已建立的学习理论的一致性.
主要方法:
- 基于设计的研究方法在动物科学课程的五次代 (学期) 中被采用.
- 用网络分析分析学生的反思 (n=276) 来绘制强项,扎和学习理论之间的关系.
- 基于对学生反和学习理论对齐的分析,课程设计被代地改进.
主要成果:
- 网络分析揭示了学生斗争的减少和越来越多的对齐与学习理论跨代.
- 学生的经验越来越多地与认知构造主义,社会构造主义,构造主义,定位学习和变革性学习保持一致.
- 确定了有效实施的关键设计原则,强调实践工作,教师协调和脚手架.
结论:
- 基于设计的研究是有效的反复改进动物科学顶点课程.
- 实施DTEL成功地培养了关键技能,如解决问题和团队合作.
- 该研究提供了一个通过响应式教学设计增强本科科学教育的模型.
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